Formation Continue du Supérieur

Le Réseau national des Universités préparant aux Métiers de la Formation organise un colloque « Université et métiers de la formation: quels enjeux, quelles spécificités? », les 12 et 13 mai 2011 à l'Université d'Avignon et des Pays de Vaucluse.
Le RUMEF (Réseau national des Universités préparant aux Métiers de la
Formation) organise les 12 et 13 mai 2011 un colloque international autour de la place et du rôle des universités dans le mouvement de professionnalisation des acteurs de la formation professionnelle continue. Ce colloque fait alterner durant deux jours des présentations en séance plénière par des intervenants faisant autorité dans leur domaine avec des travaux en ateliers donnant lieu à des communications et à des débats autour des thèmes que vous retrouverez sur le site du Service de Formation Continue de l'Université d'Avignon.
En 2010, les 15 universités réunies au sein du Réseau national des Universités préparant aux Métiers de la Formation (RUMEF) ont produit un référentiel d'activités et de compétences des métiers de la formation. Les évolutions technologiques, les dispositifs d'individualisation des parcours ou de validation des acquis de l'expérience, la masterisation des diplômes de l'enseignement, ... questionnent ces universités.
Elles souhaitent poursuivre et amplifier leur réflexion autour de la place et du rôle des universités dans le mouvement de professionnalisation des acteurs de la formation. Dans cette perspective, elles échangeront sur leurs expériences, leurs recherches, leurs projets et invitent celles et ceux intéressés par cette problématique à enrichir le débat (observatoires, commanditaires, financeurs, prescripteurs, organismes de formation, services de formation d'entreprises, formateurs,..).

Extrait du programme
Thème 1: Approche socio-historique de la construction du groupe professionnel des acteurs de la formation et le rôle joué par les universités.
Thème 2: Référentiels, certification, démarche qualité et professionnalisation de la fonction formation.
Thème 3: Les professionnalités revendiquées pour et par les acteurs de la formation au regard des pratiques d'ingénierie mises en oeuvre.
Thème 4: Les formes d'intervention adoptées pour faire face aux enjeux de la professionnalisation de la fonction formation et de ses acteurs.
Table ronde, intervenants : Jérôme ENEAU, Maître de conférences à l'Université Rennes 2, Patricia GAUTHIER-MOULIN, Rédactrice en chef du Quotidien de la formation - Centre-Inffo, Catherine GUILLAUMIN, Maître de conférences à l'Université François Rabelais-Tours, Jean-Michel HOTYAT, Chef du département de la stratégie, de la formation et de l'emploi, DGESIP, Ministère de l'enseignement supérieur et de la recherche, Emmanuel TRIBY, Professeur à l'Université Louis Pasteur – Strasbourg, Aline VALETTE, Chargée d'études au CEREQ, Département Formation et certification.

INSCRIPTION EN LIGNE (date limite le 2 mai): http://fc-avignon.dyndns.org/. Renseignements: Dominique REY Tél. 04 32 74 32 22, dominique.rey@univ-avignon.fr.

II Regional Conference on Educational Leadership and Management (RCELAM). From 04-07-11 to 07-07-11. PLACE: Jitra, Malaysia. ORGANIZED BY: Institut Aminuddin Baki Northern Branch.
Conference Objectives
1. To initiate the intelectual discourse on issues and challenges faced by educational leaders in preparing future generation to become global citizens.
2. To explore the emerging leadership and management potentialities in a flat world.
3. To encourage the sharing of new wisdom in educational leadership and management among educational leadership, scholars and practitioners.

5th Asia Pacific Conference on Educational Integrity, to be held at The University of Western Australia, 26 -28 September, 2011.
The 5th Asia Pacific Conference on Educational Integrity (5APCEI) will be held in Perth at The University of Western Australia between 26-28 September 2011. The conference is co-sponsored by three of Perth’s other universities; Curtin University, Murdoch University and Edith Cowan University.
This is the first time since the APCEI began in 2003 that the conference has been held on the Australian west coast. It is hoped that with the conference theme Educational Integrity: Culture and Values, the geographical location and the fact that spring is a beautiful time to visit Perth, we will be able to welcome colleagues from all over the world to this meeting.
Who should attend?
    * Educators
    * researchers
    * administrators
    * students
    * employers
    * ethicists
    * anyone interested in developing and maintaining a culture of ethical scholarship is invited to attend this participative and interactive conference
Delegates wishing to present their work at the conference will have a selection of presentation formats from which to choose. Information can be found on the Call for Papers link.
Suggested themes for the conference include:
    * Sharing academic integrity resources
    * Whose values count when it comes to educational integrity?
    * Educational integrity: Policy implementation and practice
    * Embedding integrity in degree programs
    * Managing educational integrity in TransNational Education (TNE)
    * Using existing technology in the promotion of educational integrity
    * Educational integrity and the changing landscape of quality assurance in higher education
Papers which fall into the following categories will be particularly welcomed but acceptance of papers is not restricted to these topics.
Educational Integrity is a multidimensional commitment to the key values of honesty, trust, equity, respect and responsibility, and the translation of these values into action by all those in the educational enterprise, from students to parents, instructors and administrators. (Asia Pacific Forum on Educational Integrity, http://apfei.edu.au).

Conference on Social Commitment, Spirit and Values of the University.  From 04-05-11 to 05-05-11  PLACE: Loja, Ecuador.  ORGANIZED BY: Polytechnic University of Loja and University Inter-American Organization.
The final goal of this conference is to bring back Universities to the center of the discussion by means of putting together a cluster of social commitment, values and spirit of Universities and making them a key part of society.
In a two day rounds, the conference aims at providing a space for students, lecturers and any other interested stakeholder for learning and sharing ideas and knowledge about a myriad of topics ranging from leadership and sustainability to challenges and compromises.
Furthermore, it is worth mentioning that the call for papers is already open and it will remain so until March 18, 2011 at 18:00 hrs. The four topics expected for the paper are: Vision and leadership in university management; University in the XXI  Century: Alma-mater for the society; University management as a whole; University prospective.
OBJETIVO GENERAL
Hacer del tema del compromiso social, espíritu y valores de la Universidad, en su sentido más amplio y universal, una cuestión clave de la vida de las Universidades y su traducción a la sociedad en forma pertinente y orientadora.
El Congreso de espíritu, valores y compromiso social de la Universidad, tiene entre sus propósitos:
•    Crear un espacio para recoger, compartir y aprender un ejercicio de valores en el mundo universitario.
•    Analizar el sentido final de todas las funciones universitarias que se deben orientar al servicio a la sociedad.
•    Reflexionar sobre la evolución de la universidad y su papel como “ALMA MATER” de la sociedad.
•    Integrar el tema propouesto en las agendas y planes de estudio de la Universidades.

Conferencia Internacional ICDE 2011 III Foro Internacional de Educación Superior en Entornos Virtuales.  From 13-04-11 to 15-04-11.  PLACE: Quilmes, Buenos Aires, Argentina.  ORGANIZED BY: Universidad Nacional de Quilmes.
Following the aims of UNESCO declaration 2009, Universidad Nacional de Quilmes consider that the increasing social responsibility of higher education institutions is challenging to respond to social demands at local, regional, national and international levels. Thus, distance education and communication technologies become central tools in this field.The initiative will explore topics such equity and access, innovation, technology and management in distance education, technological changes and educative process. The conference is opened to higher education managers and authorities, policy makers, researchers and experts.
Conferencia Internacional ICDE 2011, UNQ, Argentina, 14 y 15 de abril de 2011
La Conferencia Internacional ICDE 2011 propone la realización de Conferencias Plenarias y Paneles de Expertos donde académicos y referentes del campo trabajarán sobre aspectos generales. Además, se convoca a especialistas e investigadores a participar de un espacio de debate y reflexión a partir de la presentación de ponencias sobre los ejes de trabajo propuestos.
La UNESCO en su declaración en la Conferencia Mundial de Educación Superior 2009: Las nuevas dinámicas de la Educación Superior y de la Investigación para el Cambio Social y el Desarrollo, concibe a la Educación Superior como un bien público, base de la innovación, la investigación y la creatividad.
La creciente responsabilidad social de las instituciones de Educación Superior compromete a las universidades a desarrollar nuevas estrategias y nuevos abordajes que le permitan enfrentar los cambios tecnológicos y sociales.
La educación a distancia y las TIC se convierten en este contexto en herramientas centrales para dar respuesta a las demandas locales, regionales, nacionales e internacionales. De allí que se proponga convertirlas también en el centro de nuestras actividades de investigación, debate, innovación y desarrollo.
En este marco, la Universidad Nacional de Quilmes se ha propuesto convocar a una reunión internacional de Rectores, expertos, investigadores y universitarios interesados en la problemática, con el fin de generar un espacio de debate, cooperación y producción científica y académica a nivel regional.

22nd International Conference for Higher Education: Quality in Higher Education, Ankara, Turkey (17-19 June 2011)
The 22nd International Conference for Higher Education on the theme of “Quality in Higher Education” will be hosted by Bilkent University in Ankara, Turkey from 17-19 June 2011.
Participants and speakers will be invited to contribute and to exchange views and experiences about how to improve quality in higher education.
Quality in Higher Education
Quality in higher education requires an environment of academic freedom and well equipped institutions capable of developing knowledge and enriching the minds of students.
Quality for universities and academic communities means the pursuit of excellence, by attracting the best scholars and students and achieving better outcomes than other institutions, in other words to be the best or one of the best.
Such success must be based on fair intellectual competition, honesty and integrity.
Independence from political influence and economic pressure is crucial. Dogmatism and fundamentalism in the occident and the orient were hindering intellectual independence, free dialogue and publication of new findings centuries ago (Galileo, Averroes). Still today freedom of teaching and research is not guaranteed everywhere, especially in totalitarian systems and ideological areas.
Stanford University's motto "Die Luft der Freiheit weht" (The wind of freedom blows) illuminates this precondition of quality and excellence. But what about other conditions? What is the general framework of excellence? What constitutes top quality? What leads to a world class university? Are instruments like peer review, management of quality improvement, quality assurance systems, rankings etc. suitable tools?
Proposals for presentations can be made by 30 April 2011. Registration deadline is 15 May 2011. For more information and to register, visit the event website.
The International Conference on Higher Education was created on the initiative of İhsan Doğramacı, eminent Turkish pediatrician and educator, in 1981. It is a meeting of minds on significant issues in higher education, primarily university governance. It assembles experts in higher education (heads/administrators of higher education institutions, scholars, researchers and representatives of interested organizations and foundations).
The Conference is international with participants from all corners of the world, including North and Latin America, Western and Eastern Europe, Africa, Asia and Australia. The Conference is independent, not linked to any national or international organization. It is a free forum for the exchange of opinions and experiences, views, and new trends in higher education and its management.
I.C.H.E. Bilkent University 06800 Ankara Turkey. Telephone: +90 312 266 4598 +90 312 266 4598 Fax: +90 312 266 4678, Email: iche@intconfhighered.org.

By Peter Gumbel, director of the Center for the Americas at Sciences Po, in Paris. Sending students to study overseas is an inherently risky proposition. Bad things can and do happen. Students break limbs, get robbed, and sometimes die in auto accidents. One of our undergraduates now in Ecuador temporarily blinded herself while cooking. Another flew home, traumatized by a stalker in Boston.
The university where I work, the Institut d'Études Politiques de Paris, better known as Sciences Po, and other universities that seek to provide students with an international experience have tried and tested procedures to deal with those sorts of emergencies. Unpleasant and regrettable as they are, they're simply a fact of life, and study-abroad offices are set up to deal with them.
Yet no amount of everyday experience has been sufficient preparation for the momentous events that have literally shaken the world in the past few months: the "Arab Spring" with its uprisings in several Middle Eastern countries, and Japan's disastrous earthquake and tsunami and the subsequent nuclear crisis.
At a time of growing student mobility worldwide, those events are higher education's version of the "black swans" described by the author Nassim N. Taleb, extreme incidents or developments for which nobody is adequately prepared. They highlight an uncomfortable truth: students can suddenly be confronted by dangers that are far greater and far less predictable than the ones universities are used to tackling. Talking to counterparts in the United States and elsewhere, it's clear that even the most risk-aware colleges with the best-oiled procedures have been sorely tested by this year's events.
A thick fog of confusion is part of the problem. Both the Japan crisis and the Middle Eastern uprisings have necessitated that snap decisions be made at a time when reliable information on which to base those decisions has been scant. That in turn is prompting us in Paris and many of our partners around the world to take a much closer look at how we manage risk.
But that's not enough. Given the scale of the developments and the extreme dangers that they have highlighted, it's time to ask some fundamental moral and legal questions about the nature of the relationship between a university and its students. Where ultimately does one draw the line between individual judgment and institutional responsibility? What level of risk is acceptable? Should the criteria for tolerating and managing that risk be any different just because the students are overseas? Who gets to decide? And how? As I sift through the arguments, three issues stand out.
Judging when danger is truly dangerous. The Middle Eastern uprisings have highlighted just how difficult it is to find reliable objective information on which to base contingency plans. At Sciences Po, we have relied on the official guidance of the French government, just as many American universities take their cue from the U.S. State Department. If the French government says it's not safe to stay somewhere, we'll pull our students out. But that system has its limits, as we discovered this year in the Middle East.
In Tunisia, absent official advice to the contrary, our students stayed put. As a result, they experienced some of the most exciting moments of that country's recent history, in safety, and will no doubt be profoundly marked by having done so. Egypt was different. There we also looked to the French embassy for guidance, but again officials made no specific recommendation for a withdrawal. Initially, we left it up to the students to decide whether they wanted to stay. After some intense internal debate, we decided to pull our students out. Why? Many other countries including the United States and Turkey were urging their nationals to leave, but the turning point came when French-speaking Egyptian police visited some of our students at their residence. Our Middle East experts, on the faculty and involved in study abroad, pulled the alarm cord, and the students flew back....

By Francisco Sánchez, under secretary for international trade at the U.S. Commerce Department.
In his State of the Union address, President Obama, who has emphasized the importance of higher education in our nation, said we must "out-innovate, out-educate, and out-build the rest of the world. ... That's how we'll win the future." From my perspective, a crucial element of winning the future is an increased focus on exports—and among our most valuable exports is education.
This week I have been joined by recruiters from 56 colleges and universities across the country, from Columbia University to the University of Texas at San Antonio, for a weeklong education mission to Jakarta, Indonesia, and to Ho Chi Minh City and Hanoi, Vietnam. The purpose of the trip is to explore opportunities for student recruitment and partnerships with higher-education institutions in those two countries. In each city, we are meeting with students and their families, and the participating American colleges will promote their international-study programs in the United States. We have also organized networking sessions and education symposia to promote university-to-university partnerships, such as faculty exchanges, student exchanges, and research projects.
Why do this? Why now?
At the International Trade Administration, in the U.S. Commerce Depart­ment, my primary objective is to spur job creation and aid the nation's economic recovery by doubling U.S. exports within five years. You might not think of students as part of our export strategy, but, in fact, higher education ranks among the country's top 10 service exports, right between environmental services and safety and security. We are the largest destination for international students seeking higher education; tuition and living expenses paid by those students and their families brought nearly $20-billion to the U.S. economy during the 2009-10 academic year. According to the Institute of International Education, that dollar figure is expected to continue rising.
More than 20,000 students from Indonesia and Vietnam are already enrolled in colleges and universities in the United States, and most of them pay full tuition. That opens opportunities for more American students to receive financial aid and scholarships. The purchasing power of international students who study in the United States remains strong after they graduate and return home. And as they become part of the growing middle class, regardless of where they live in the world, they will have a better understanding and appreciation of American products and services, and will be more likely to remain our customers.
We are focusing on Jakarta, Ho Chi Minh City, and Hanoi for a number of reasons
Expanding educational opportunities for students in emerging economies like Indonesia's and Vietnam's is critical to developing a middle class in those markets. The new middle-class consumers emerge with increased resources to participate in both local and global markets, including that of the United States.
In Jakarta, education is the No. 1 priority of the U.S. Embassy, and doubling the number of Indonesian students in the United States by 2014 is one of its top goals. This mission will help meet that goal and ultimately benefit both our educational institutions and our economy. We used our domestic network to recruit colleges and universities that are interested in exploring international partnerships and working toward a global educational approach on their campuses.
In Vietnam, with a population of 86 million, a steadily increasing per capita income, and the high value placed on education, there are significant opportunities for American providers of education services. Vietnam has more than 20,000 students studying abroad, paying about $200-million in tuition and fees every year. It ranks ninth among countries sending students to the United States.
Expanding the educational opportunities for Indonesian and Vietnamese students will provide direct benefits to U.S. companies doing business with those critical markets in the future. Many of them seek out U.S.-educated distributors overseas because of their understanding of American culture, their English-language skills, and the resulting increased ease of doing business with them. This is a part of a long-term strategy to set America on strong footing in emerging global markets.
However, international competition is fierce, and the United States has seen a 30-percent decrease of its market share in the past decade, reinforc­ing the importance of its efforts to maintain its position as the world's leading higher-education destination. Building ties with international students not only helps American students gain a greater level of international understanding—a vital skill for success in the 21st-century global economy—but also familiarizes future global leaders with the American people and U.S. society. As we look to "win the future," I see no more valuable export than that.

The German National Association for Student Affairs (DSW) and the European Council for Student Affairs (ECStA) are organising an International Bologna Conference: “The Social Dimension – Stocktaking and Future Perspectives of Student Affairs and Services”, which will take place in Berlin, Germany on 11-13 July 2011.
Research - teaching - student affairs and services: these are the pillars of well-performing higher education systems. Excellence in education calls for excellent social infrastructures and support mechanisms for students. The social dimension is a key factor for the success of the European Higher Education area.
The European Higher Education Area is shaped by student affairs and services – referred to as the social dimension - but they are organised differently, depending on educational concepts, the structure of universities, and the way the social support of students is organised.
The diversity of this situation holds the potential for benchmarking and exchange of good practice, and for mutual learning outcomes in the context of exchanges between student services/affairs professionals.
The conference therefore aims to:
    * analyse the social and economic situation of students in Europe
    * take stock of existing student affairs and services models
    * discuss challenges and future perspectives for student affairs and services
    * define the contribution that student affairs and services can make to improve the competitiveness of the European Higher Education Area
    * strengthen the social dimension of the Bologna process
Beginning with an analysis of the social and economic situation of students in Europe, and current developments of higher education institutions, the needs of universities and students are analysed in order to draw conclusions on the effects on student affairs and services.
Looking at different situations in various countries, the stocktaking of student affairs and services in Europe is done in case studies, looking at relevant practices, existing models, strengths and weaknesses as well as challenges for student affairs and services.
Based on current research on the effects and impacts that they have on students’ academic success and educational development, the strategic role of student affairs and services will be discussed. In conclusion, experts in student affairs and services from other continents will be asked to reflect on the social dimension of higher education in Europe.
The conference shall end with conclusions and a communiqué on the  further development of student affairs/student services in the European Higher Education are.
See also: Bologna-Seminar: “The European Dimension of Quality Assurance”.

ENQA workshop on Quality Assurance and Lifelong Learning, 16-17 May 2011, Bonn, Germany
ENQA, in cooperation with FIBAA, will organise a workshop on Quality Assurance and Lifelong Learning to be held on 16-17 May 2011 in Bonn, Germany.
The workshop on Quality Assurance in Lifelong Learning - Recent Developments and Future Perspectives provides a platform for discussion and exchange of experiences among the main stakeholders in quality assurance. Specifically, the workshop will be of interest to ENQA member agencies, rectors and vice-rectors responsible for QA, students and employers.
The workshop aims to contribute to joint understanding of the quality assurance in Lifelong Learning (LLL) between all stake holders, to disseminate information on good practice of external quality assurance in LLL, and to discuss standards and procedures for external a quality assurance in LLL.
This workshop will be held on 16-17 May 2011 and hosted by the Foundation for International Business Administration Accreditation (FIBAA). The event will take place in Bonn, Germany, at the University Club Bonn.
PROGRAMME
The draft programme for the workshop can be found here.
REGISTRATION
Registration for this event is open. The deadline is 15 April, 2011 or until the workshop is fully booked.
FURTHER INFORMATION
For further information about the event, please contact Maria Stalter (maria.stalter@enqa.eu) or Nathalie Costes (nathalie.costes@enqa.eu) at the ENQA Secretariat.
See also: Quality Assurance and Learning Outcomes, L’AERES, évaluée et reconnue par l’ENQA, 6th European Quality Assurance Forum.